Crogan, P. (2010) Knowledge, care and trans-individuation: An in ...

from the humanities – that doesn’t seem possible to me. You can do things,
but you are an intellectual proletarian. You are able to go a long way in
effectiveness, but not in the understanding of the world. So we have to
transform this.
It’s obvious and it’s an enormous task. Very complicated, but very
possible. I have had students from the engineering school at the University
of Compiègne who are very good scientists and very good philosophers.
There aren’t just philosophers, sociologists or economists. Of course you
can’t teach everyone everything. You have to organize a division of
intellectual labour. That’s obvious. But we should use the new media here
and, in my view, the fundamental question is not so much what we should
teach as how we should teach it. And for me teaching today involves
bringing new forms of hypomnemata into play. New forms of media of
memory, of transmission. Knowledge is produced by these transmission
media. When you have a naïve view of these questions, you believe these
media are merely there to conserve a knowledge that was pre-constituted,
but it’s an absolute misconception. Since Husserl, at least, we know
geometry would not exist without writing (Derrida 1978). Writing isn’t just
the condition of transmission of the reasoning of Euclid or Thales, but the
precondition for the constitution of that reasoning. Without it, their
reasoning could not have existed.
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